Based on research (Kolb, 1984; Wurdinger, 2005; Roberts, 2015) and the work of national organizations such as the Association for Experiential Education, and the National Society for Experiential Education, the six best practices that define high-quality experiential learning opportunities (ELOs) at The University of Alabama are:

Intentionality

Intentional ELOs:

Are well-designed on or off-campus experiences in which the purpose of the experience is clear (ELOs can be curricular or co-curricular)

Are focused on real-world contexts that:

Exemplify relevant post-graduation situations

Are perceived as authentic by those within the setting and by students

Provide structured opportunities for student learning

Provide opportunities for students to apply knowledge and skills in solving complex real-world problems

Preparedness

Student preparedness to participate in ELOs involves:

Training and/or practice using relevant knowledge, skills, and professional competencies considered essential for success in the workplace

An orientation to the real-world context that includes a discussion of the complexities inherent in the context

Regular Monitoring & Feedback

ELOs are defined by regular monitoring & feedback that:

Informs students’ learning and performance in the real-world context

feedback can be formal or informal

feedback can be provided by the faculty/staff member, students’ peers, and/or individuals with whom the student will interact (internship supervisors, community partners, etc.)

Evaluation

Reflection on whether or not the ELO met your original intentions, and why

Identifying areas for future improvements, as well as successes

More about Experiential Learning

Scholarship on the origin of experiential learning, examples and best practices of experiential learning, and evidence of the benefits of using experiential learning to support students’ real-world problem solving skills informed the development of UA’s Learning in Action Quality Enhancement Plan.

The experiential learning best practices that support The University of Alabama’s QEP draw on multiple sources; these include David A. Kolb’s (1984) four-stage model of experiential learning, and principles recognized by both the National Society for Experiential Education and the Association for Experiential Education.

Though there is no universally accepted definition of experiential learning, scholars have proposed a variety of definitions with several common elements. Wurdinger (2005) states, “Experiential learning is a reactive process in which learning occurs by reflecting on previous experiences” (p. 8). Clements (1995) defines it as “immersing students in an activity (ideally, closely related to course material) and then asking for their reflection on the experience” (p. 116). Stevens and Richards (1992) describe it as a process wherein students are engaged in an experience with real consequences, rather than learning about others’ experiences, and they reflect on their experiences to develop “new skills, new attitudes, and new theories or ways of thinking” (p. 2).

The Association for Experiential Education acknowledges the complexity and connecting points within experience-based approaches to education by defining experiential education as: